What I have said of French manners is applicable to foreign manners in general, which are all in some degree French, and the particular differences are not distinguished by the English.
The sentiments of the citizens of Geneva are more analogous in many respects to the turn of thinking in England, than to the general opinions in France. Yet a Genevois in London will universally pass for a Frenchman.
An English boy, sent to Geneva at an early period of life, and remaining there six or seven years, if his parents be not along with him, will probably, in the eyes of the English, appear a kind of Frenchman all his life after. This is an inconvenience which ought to be avoided with the greatest attention.
With regard to the objections against public schools, they are in many respects applicable to those of every country. But I freely own, they never appeared to me sufficient to overbalance the advantages which attend that method of education; particularly as it is conducted in English public schools.
I have perceived a certain hardihood and manliness of character in boys who have had a public education, superior to what appears in those of the same age educated privately.
At a public school, though a general attention is paid to the whole, in many particulars each boy is necessitated to decide and act for himself. His reputation among his companions depends solely on his own conduct. This gradually strengthens the mind, inspires firmness and decision, and prevents that wavering imbecility observable in those who have been long accustomed to rely upon the assistance and opinion of others.
The original impressions which sink into the heart and mind, and form the character, never change.—The objects of our attention vary in the different periods of life.—This is sometimes mistaken for a change of character, which in reality remains essentially the same.—He who is reserved, deceitful, cruel, or avaricious, when a boy, will not, in any future period of life, become open, faithful, compassionate, or generous.
The young mind has, at a public school, the best chance of receiving those sentiments which incline the heart to friendship, and correct selfishness. They are drawn in by observation, which is infinitely more powerful than precept.
A boy perceives, that courage, generosity, gratitude, command the esteem and applause of all his companions. He cherishes these qualities in his own breast, and endeavours to connect himself in friendship with those who possess them.—He sees that meanness of spirit, ingratitude, and perfidy, are the objects of detestation.—He shuns the boys who display any indications of these odious qualities. What is the object of applause or contempt to his school-fellows, he will endeavour to graft into, or eradicate from, his own character, with ten thousand times more eagerness than that which was applauded and censured by his tutor or parents.